KNOWLEDGE & SKILLS

The Learning and Skills Training apprenticeship develops the following professional behaviours, skills and knowledge.

01

KNOWLEDGE

Statutory and non-statutory curriculum frameworks relevant to the provision

Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding

Policies, processes, and procedures related to the collecting, storing, and sharing of information

The principles of equity, equality, diversity, and inclusion, and why these are important

The principles of sustainability within the education context

Theories of learning, their application and implications for learning. Typical patterns of child development and age-related expectations.

How these differ for individual learners and the implication of these. Sources of information on research informed evidence-based practice

The difference between curriculum, assessment and pedagogy and why this is important when planning

Rationale, methods, and approaches to planning for learning. Teaching strategies to advance learning

Barriers to learning and strategies to overcome them

02

SKILLS

Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy

Establish a safe, stimulating and nurturing environment for learners

Establish nurturing, effective working relationships with learners, parents or carers and stakeholders

Demonstrate understanding of equality and diversity and sustainable development

Undertake dynamic risk assessment of the learning environment

Respond to and mitigate potential hazards that may adversely affect a learning environment

Contribute to the planning of learning and assessment activities

Apply teaching strategies to advance learning, for example scaffolding. Select and use safely, appropriate equipment and resources to advance learning

Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.

Analyse assessment outcomes to inform reporting and future planning. Provide ongoing feedback to learners and support them to respond to feedback

Use a range of research to critically evaluate teaching and assessment approaches and practices

Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs

Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources

Update and maintain their own knowledge and skills as part of managing their own continuing professional development. SKILLS 03Model ethical, fair, consistent

03

BEHAVIOURS

Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts

Act professionally, positively, and proactively

Show respect, care, approachability and empathy for children, colleagues and stakeholders

Adaptable and resilient. Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism. Model appropriately aspirational practices